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Inquiry-based learning: fact or fallacy?

Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored.
To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:MWU.1993/4743
Date19 July 2011
CreatorsWells, Alison
ContributorsEnns, Charlotte (Educational Administration, Foundations and Psychology), Freeze, D. Richard (Educational Administration, Foundations and Psychology) Smith, Karen (Curriculum, Teaching and Learning)
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
Detected LanguageEnglish

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